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Citations for Researchers in Undergraduate Education

Office of Grants and Sponsored Research Citation Project 

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Aakerlind, G. S. (2008). An academic perspective on research and being a researcher: An integration of the literature. Studies in Higher Education, 33, 17–31. doi:10.1080 /03075070701794775

Adedokun, O. A.  et al., Effect of time on perceived gains from an undergraduate research program. CBE Life Sci. Educ. 13, 139–148 (2014). doi: 10.1187/cbe.13-03-0045; pmid: 24591512

Adedokun OA, Bessenbacher A, Parker LC, Childress A, Kirkham L, Teegarden D, Burgess WD (2012a). How do summer undergraduate research experiences compare to other models? Paper presented at the annual meeting of the National Association of Research in Science Teaching, held 27 March 2012, Indianapolis, IN.

Adedokun OA, Zhang D, Parker LC, Bessenbacher A, Childress A, Burgess WD (2012b). Towards an understanding of the processes of the effects of undergraduate research experiences on students’ aspirations for research careers and graduate education. J Coll Sci Teach 42, 82–91.

Akillas E. (2003). Simulated clinical training in an advanced undergraduate seminar. Teaching of Psychology, 30, 147–148.

Allen, T. D., Poteet, M. L., & Burroughs, S. M. (1997). The mentor’s perspective: A qualitative inquiry and future research agenda. Journal of Vocational Behavior, 51, 70–89.10.1006/jvbe.1997.1596

Allen, T. D. (2007). Mentoring relationships from the perspective of the mentor. In The handbook of mentoring at work: Theory, research, and practice (pp. 123–147). Thousand Oaks, CA: Sage.

American Psychological Association Science Student Council (2006). A graduate student’s guide to determining authorship credit and authorship order. Retrieved from http://www.apa.org/science/ leadership/students/authorship-paper.pdf.

Anderson, D. D., & Shore, W. J. (2008). Ethical issues and concerns associated with mentoring undergraduate students. Ethics & Behavior, 18(1), 1–25. https://psycnet.apa.org/doi/10.1080/10508420701519577

Ankrum, J. (2018). From lectures to the lab: three steps to becoming an undergraduate researcher. Nature. doi: 10.1038/d41586-018-05823-5

Antes AL. A Systematic Approach to Instruction in Research Ethics. Accountability in Research. 2014;21: 50–67. Pmid:24073607

Armstrong, M., & Shanker, V. (1983). The supervision of undergraduate research: Student perceptions of the supervisor role. Studies in Higher Education, 8(2), 177–183. https://doi.org/10.1080/03075078312331379044

Baker, M., Cluett, E., Ireland, L., Reading, S., & Rourke, S. (2014). Supervising undergraduate research: A collective approach utilizing group work. Nurse Education Today, 34, 637–642. doi:10.1016/jnedt.2013.05.006

Baker, V. L., Pifer, M. J., Lunsford, L. G., Greer, J., and Ihas, D. (2015). Faculty as mentors in undergraduate research, scholarship, and creative work: motivating and inhibiting factors. Mentor. Tutor. 23, 394–410. doi: 10.1080/13611267.2015.1126164

Bauer, K. W., & Bennett, J. S. (2003). Alumni perceptions used to assess undergraduate research experience. The Journal of Higher Education, 74(2), 210– 230. https://doi.org/10.1080/00221546.2003.11777197

Behar-Horenstein, L. S., Roberts, K. W., and Dix, A. C. (2010). Mentoring undergraduate researchers: an exploratory study of students and professors perceptions. Mentor. Tutor. 18, 269–291. doi: 10.1080/13611267.2010.492945

Behar‐Horenstein, L.S. and Johnson, M.L. 2010. Enticing Students to Enter into Undergraduate Research: The Instrumentality of an Undergraduate Course. Journal of College Science Teaching, 39(3): 70–78.

Behling, L. L., Brad Johnson, W., Miller, P., & Vandermaas-Peeler, M. (2015). Guest editors’ overview: Undergraduate research mentoring. Mentoring & Tutoring: Partnership in Learning, 23(5), 355–358. doi:10.1080/13611267.2015.1126161

Black, J. Stewart, & Mendenhall, Mark. (1990). Cross-cultural training effectiveness: A review and a theoretical framework for future research. The Academy of Management Review, 15(1), 113-136. https://doi.org/10.2307/258109

Boud, D., and A. Lee. 2005. “‘Peer Learning’ as Pedagogic Discourse for Research Education.” Studies in Higher Education 30: 501–16. doi: 10.1080/03075070500249138

Brandt, L. S. E. & Hayes, J. L. (2012). Broader impacts of undergraduate research at a community college: Opening doors to new ideas. CUR Quarterly, 33, 17–21.

Breen, R. and Lindsay, R. 1999. Academic research and student motivation. Studies in Higher Education, 24(1): 75–93. https://doi.org/10.1080/03075079912331380158

Brew, A. (1999). Research and teaching: changing relationships in a changing context. Stud. Higher Educ. 24, 291–301. doi: 10.1080/03075079912331379905

Brew, A. (2010). Imperatives and challenges in integrating teaching and research. Higher Educ. Res. Dev. 29, 139–150. doi: 10.1080/07294360903552451

Brew, A., & Boud, D. (1995). Teaching and research: Establishing the vital link with learning. Higher Education, 29, 261–273.10.1007/BF01384493

Brew, A., & Jewell, E. (2012). Enhancing quality learning through experiences of research-based learning: Implications for academic development. International Journal for Academic Development, 17(1), 47–58. doi:10.1080/1360144X.2011.586461

Brew, A., & Mintai, L. (2017). Academics’ perceptions of the challenges and barriers to implement research-based experiences for undergraduates. Teaching in Higher Education, 22, 551–568. doi:10.1080/13562517.2016.1273216

Brewer, G., Dewhurst, A. M., and Doran, D. (2012). Undergraduate research projects: practice and perceptions. Psychol. Learn. Teach. 11, 208–217. doi: 10.2304/plat.2012.11.2.208

Brown, R. B., and McCartney, S. (1998). The link between research and teaching: its purpose and implications. Innov. Educ. Train. Int. 35, 118–129. doi: 10.1080/1355800980350205

Brown, S. D., Lent, R. W., Ryan, N. E., & McPartland, E. B. ( 1996). Self-efficacy as an intervening mechanism between research training environments and scholarly productivity: A theoretical and methodological extension. The Counseling Psychologist, 24, 535– 544. doi: 10.1177/0011000096243012

Buddie, A. M., & Collins, C. L. (2011). Faculty perceptions of undergraduate research. Perspectives on Undergraduate Research Mentoring, 1(1). Retrieved from http://blogs.elon.edu/purm/2011/10/11/faculty-perceptions-of-undergraduate-research-purm-1-1/

Burks, R. L., and Chumchal, M. M. (2009). To co-author or not to co-author: how to write, publish, and negotiate issues of authorship with undergraduate students. Sci. Signal. 2:tr3. doi: 10.1126/scisignal.294tr3

Campbell, T. A., & Campbell, D. E. (1997). Faculty/student mentor program: Effects on academic performance and retention. Research in Higher Education, 38, 727–742.10.1023/A:1024911904627

Cartrette, D. P.,  B. M. Melroe-Lehrman, describing changes in undergraduate students’ preconceptions of research activities. Res. Sci. Educ. 42, 1073–1100 (2012). doi:10.1007/s11165-011-9235-4

Carter, D. F. (1999). The impact of institutional choice and environments on African-American and White students’ degree expectations. Research in Higher Education, 40(1), 17– 41. https://doi.org/10.1023/A:1018770210560

Chandra, U., S. Stoecklin, and M. Harmon. 1998. A successful model for introducing research in an undergraduate program. Journal of College Science Teaching 28(2): 113-116, 144.

Collins, L. H. (2001, Winter). Does research experience make a significant difference in graduate admissions?. Eye on Psi Chi, 5(2), 26–28. Retrieved from https://www.psichi.org/?052EyeWin01cCollins

Collins, T. W., Grineski, S. E., Shenberger, J., Morales, D. X., Morera, O., & Echegoyen, L. E. (2017). Undergraduate research participation improves educational outcomes. Journal of College Student Development, 58(4), 583–600.

Craig, N. C. (1999). The Joys and trials of doing research with undergraduates. Journal of Chemical Education, 76, 595–598.10.1021/ed076p595

Craney, C., McKay, T., Mazzeo, A., Morris, J., Prigodich, C., & De Grout, R. (2011). Cross discipline perceptions of the undergraduate research experience. Journal of Higher Education, 82(1), 93-113. https://doi.org/10.1080/00221546.2011.11779086

Daniels, H., Grineski, S. E., Collins, T. W., Morales, D. X., Morera, O., & Echegoyen, L. (2016). Factors influencing student gains from undergraduate research experiences at a Hispanic-serving institution. CBE Life Sciences Education, 15(3). https://doi.org/10.1187/cbe.15-07-0163

Davis, S. N., and Jones, R. M. (2017). Understanding the role of the mentor in developing research competency among undergraduate researchers. Mentor. Tutor. 25, 455–465. doi: 10.1080/13611267.2017.1403534

de Kleijn, R. A., P. C. Meijer, A. Pilot, and M. Brekelmans. 2014. “The Relation between Feedback Perceptions and the Supervisor–Student Relationship in Master’s Thesis Projects.” Teaching in Higher Education 19: 336–349.10.1080/13562517.2013.860109

Derounian, J. 2011. “Shall We Dance? The Importance of Staff–Student Relationships to Undergraduate Dissertation Preparation.” Active Learning in Higher Education 12: 91–100.10.1177/1469787411402437

Desai, K. V., S. N. Gatson, T. W. Stiles, R. H. Stewart, G. A. Laine, and C. M. Quick. 2008. Integrating research and education at research-extensive universities with research-intensive communities. Adv. Physiol. Educ. 32:136–141. https://doi.org/10.1152/advan.90112.2008

Dexter, B., and Seden, R. (2012). ‘It’s really making a difference’: how small-scale research projects can enhance teaching and learning. Innov. Educ. Teach. Int. 49, 83–93. doi: 10.1080/14703297.2012.647786

Dolan E, Johnson D (2009) Toward a holistic view of undergraduate research experiences: an exploratory study of impact on graduate/postdoctoral mentors. J Sci Educ Technol 18:487–500. https://doi.org/10.1007/s10956-009-9165-3

Dolan, E. L., D. Johnson, The undergraduate-postgraduate-faculty triad: Unique functions and tensions associated with undergraduate research experiences at research universities. CBE Life Sci. Educ. 9, 543–553 (2010). doi: 10.1187/ cbe.10-03-0052; pmid: 21123701

Edwards, D. F., & Thatcher, J. (2004). A student-centered tutor-led approach to teaching research methods. Journal of Further and Higher Education, 28, 195–206. doi:10.1080/0309877042000206750

Elliott, L. J., Rice, S., Trafimow, D., Madson, L., & Hipshur, M. F. (2010). Research participation versus classroom lecture: A comparison of student learning. Teaching of Psychology, 37, 129–131. doi:10.1080/00986281003626862

Fechheimer, M., K. Webber, P. B. Kleiber, How well do undergraduate research programs promote engagement and success of students? CBE Life Sci. Educ. 10, 156–163 (2011). doi: 10.1187/cbe.10-10-0130; pmid: 21633064

Foertsch, J. et al. (2000) Summer research opportunity programs (SROPs) for minority undergraduates: A longitudinal study of program outcomes, 1986-1996. Council of Undergraduate Research Quarterly 20 (3), 114-119.

Frantz, K. J., Demetrikopoulos, M. K., Britner, S. L., Carruth, L. L., Williams, B. A., Pecore, J. L., et al. (2017). A comparison of internal dispositions and career trajectories after collaborative versus apprenticed research experiences for undergraduates. CBE Life Sci. Educ. 16, 1–12. doi: 10.1187/cbe.16-06-0206

Garde-Hansen, J., and Calvert, B. (2007). Developing a research culture in the undergraduate curriculum. Active Learn. Higher Educ. 8, 105–116. doi: 10.1177/1469787407077984

Graham, D., Hempstead, J., & Couchman, R. (2012). Forging a template for undergraduate collaborative research: A case study. Creative Education, 03, 859–865.10.4236/ce.2012.326129

Gregerman, S. R. (2009). Filling the gap: The role of undergraduate research in student retention and academic success. In M. K. Boyd & J. L. Wesemann (Eds.), Broadening participation in undergraduate research: Fostering excellence and enhancing the impact (pp. 245–256). Washington, DC: Council on Undergraduate Research.

Gumbhir, V. K. (2014). From students to scholars: Undergraduate research and the importance of regional conferences. Am. Sociol. 45, 98–300. doi: 10.1007/s12108-014-9212-2

Guterman, L. (2007, August 17). What good is undergraduate research, anyway? Chronicle of Higher Education, 53, 11–12.

Hajdarpasic, A., A. Brew, and S. Popenici. 2015. “The Contribution of Academics’ Engagement in Research to Undergraduate Education.” Studies in Higher Education 40 (4): 644–657. doi: 10.1080/03075079.2013.842215

Hakim, T. (1998). Soft assessment of undergraduate research: Reactions and student perceptions. Council on Undergraduate Research Quarterly, 18, 189–192.

Harland, T. (2016). Teaching to enhance research. Higher Educ. Res. Dev. 35, 461-572. Doi: 10.1080/07294360.2015.11107876

Harsh, J. A., Maltese, A. V., & Tai, R. H. (2011). Undergraduate research experiences from a longitudinal perspective. Journal of College Science Teaching, 41{ 1), 84-91.

Hartley, J. (2014). Publishing with undergraduates. Psychology Teaching Review, 20(2), 158–160

Hathaway, R. ., Nagda, B. A., & Gregerman, S. (2002). The relationship of undergraduate research participation to graduate and professional educational pursuit: An empirical study. Journal of College Student Development, 43(5), 614–631.

Healey, M., Jordan, F., Pell, B., & Short, C. (2010). The research-teaching nexus: A case study of students’ awareness, experiences and perceptions of research. Innovations in Education and Teaching International, 3, 23–40. https://doi.org/10.1080/14703291003718968

Healey, M. (2005). Linking research and teaching to benefit student learning. Journal of Geography in Higher Education, 29(2), 183–201. doi: 10.1080/03098260500130387

Hearn, J. C. (1987). Impacts of undergraduate experiences on aspirations and plans for graduate and professional education. Research in Higher Education, 27(2), 119-141. https://doi.org/10.1007/BF00992365

Heiden, K. (2018). The teaching and research partnership: framework for connecting concepts to practice while mentoring undergraduate students in research. J. Fam. Cons. Sci. 110, 49–54. doi: 10.14307/JFCS110.1.49

Helm, H., and Bailey, K. (2013). Perceived benefits of presenting undergraduate research at a professional conference. North Am. J. Psychol. 15, 527–535.

Howitt, S., Wilson, A., Wilson, K., & Roberts, P. (2010). ‘Please remember we are not all brilliant’: undergraduates’ experiences of an elite, research-intensive degree at a research-intensive university. Higher Education Research & Development, 29(4), 405–420. https://doi.org/10.10890/02794361003601883.

Hu, S., K. Scheuch, and J. G. Gayles. 2009. “The Influences of Faculty on Undergraduate Student Participation in Research and Creative Activities.” Innovative Higher Education 34 (3): 173–183. doi: 10.1007/s10755-009-9105-4

Hunter, A., Laursen, S. L., & Seymour, E. (2007). Becoming a scientist: The role of undergraduate research in students’ cognitive, personal, and professional development. Science Education, 91(1), 36–74. https://doi.org/10.1002/sce.20173

Hurtado, S., Cabrera, N. L., Lin, M. H., Arellano, L., and Espinosa, L. L. (2009). Diversifying science: underrepresented student experiences in structured research programs. Res. High. Educ. 50, 189–214. doi: 10.1007/s11162-008-9114-7. Schwartz, Faculty as undergraduate research mentors for students of color: Taking into account the costs. Sci. Educ. 96, 527–542 (2012). doi: 10.1002/sce.21004

Jacobi, M. (1991). Mentoring and undergraduate academic success: A literature review. Review of Educational Research, 61, 505–532.10.3102/00346543061004505

Jenkins, A., Blackman, T., Lindsay, R., and Paton-Saltzberg, R. (1998). Teaching and research: student perspectives and policy implications. Stud. Higher Educ. 23, 127–141. doi: 10.1080/03075079812331380344

Jordan, R. C., & Brooks, W. R. (2013). Graduate students as mentors to undergraduates in research: A discussion of benefits and limitations. Perspectives on Undergraduate Research Mentoring, 3(1). Retrieved from http://blogs.elon.edu/purm/2013/10/22/previous-issue-purm-3-1/

Kardash CM (2000) Evaluation of an undergraduate research experience: perceptions of undergraduate interns and their faculty mentors. J Educ Psychol 92(1):191–201

Khoukhi, A. A structured approach to honours undergraduate research course, evaluation rubrics and assessment. J. Sci. Educ. Technol. 22, 630–650 (2013). doi: 10.1007/ s10956-012-9419-3.

Kinzie, J. (2010, November). Undergraduate research: High impact practice for all students [Power Point slides]. Presented at the Association of American Colleges and Universities Working Conference, Undergraduate Research Across the Disciplines, Durham, NC. Retrieved from: http://www.aacu.org/meetings/undergraduate_research/2010/resources.cfm.

Laursen, E. Seymour, A. Hunter, Learning, teaching and scholarship: Fundamental tensions of undergraduate research. Change Magazine Higher Learning 44, 30–37 (2012). doi: 10.1080/00091383.2012.655217

Lancy, D. F. (2003). What one faculty member does to promote undergraduate research. N Direct. Teach. Learn. 93, 87–92. doi: 10.1002/tl.91

Landrum, R. E., & Nelsen, L. R. (2002). The undergraduate research assistantship: An analysis of the benefits. Teaching of Psychology, 29, 15–19. doi:10.1207/S15328023TOP2901_04

Linn, M. C., Palmer, E., Baranger, A., Gerard, E., and Stone, E. (2015). Undergraduate research experiences: impacts and opportunities. Science 347:1261757. doi: 10.1126/science.1261757.

Lopatto, D. (2003). The essential features of undergraduate research. Counc. Undergrad. Res. Q. 24, 139–142.

Lopatto, D. (2004). Survey of undergraduate research experiences (SURE): First findings. Cell Biology Education, 3(4), 270– 277. https://doi.org/10.1187%2Fcbe.04-07-0045; pmid: 15592600

Lopatto, D. (2006). Undergraduate research as a catalyst for liberal learning. Peer Review, 8(1), 22–25.

Mabrouk, P. A. (2009). Survey study investigating the significance of conference participation to undergraduate research students. Journal of Chemical Education, 86, 1335–1340.10.1021/ed086p1335

Manathunga, C. 2005b. “The Development of Research Supervision: ‘Turning the Light on a Private Space.’” International Journal for Academic Development 10: 17–30. doi: 10.1080/13601440500099977

McDevitt, A.M. et al. (2016) Insights into student gains from undergraduate research using pre-and post-assessments. BioScience 66 (12), 1070-1078. http://dx.doi.org/10.1093/biosci/biw141

McMichael, P. (1992). Tales of the Unexpected: Supervisors’ and students’ perspectives on short‐term projects and dissertations. Educational Studies, 18, 299–310. doi:10.1080/0305569920180304

Mekolichick, J., & Bellamy, J. (2012). Research experiences for undergraduates: Student presenter’s perceptions of mentoring and conference presentation by college generational status and sex. Perspectives on Undergraduate Research Mentoring, 1.1.

Mekolichick, J., & Gibbs, M. K. (2012). Understanding college generational status in the undergraduate research experience. CUR Quarterly, 33, 40–46.

Meyer, J. H., Shanahan, M. P., & Laugksch, R. C. (2007). Students’ conceptions of research. II: An exploration of contrasting patterns of variation. Scandinavian Journal of Educational Research, 51, 415–433. doi:10.1080/00313830701485627

Moses, I. (1990). Teaching, research and scholarship in different disciplines. Higher Educ. 19, 351–375. doi: 10.1007/BF00133898

Nagda, B. A., Gregerman, S. R., Jonides, J., von Hippel, W., & Lerner, J. S. (1998). Undergraduate student-faculty research partnerships affect student retention. Review of Higher Education, 22(1), 55–62.

National Science Foundation Web site [Internet] Arlington, VA: Research Experiences for Undergraduates (REU); [cited 2008 July 9]. Available from http://www.nsf.gov/funding.

Osborn, J. M., and Karukstis, K. K. (2009). “Chapter: 4 The benefits of undergraduate research, scholarship, and creative activity,” in Broadening Participation in Undergraduate Research: Fostering Excellence and Enhancing the Impact, eds M. Boyd and J. Wesemann (Washington, DC: Council on Undergraduate Research), 41–53.

Pacifici, L. B., & Thomson, N. (2011). What do they expect? A comparison of student expectations and outcomes of undergraduate research experiences. Journal of College Science Teaching, 41(1), 54.

Padmaja, A., Laxmi Ramana, V. S. V., Reddy, P. R. (2015). Importance of research at undergraduate level. Proceedings of the International Conference on Transformations in Engineering Education, 631–632. Retrieved from http://link.springer.com/chapter/10.1007/978-81-322-1931-6_101

Page, M. C., Abramson, C. I., & Jacobs-Lawson, J. M. (2004). The National Science Foundation research experiences for undergraduate program: Experiences and recommendations. Teaching of Psychology, 31, 241– 247. doi:10.1207/s15328023top3104_3

Palmer, R. J., Hunt, A. N., Neal, M., & Wuetherick, B. (2015). Mentoring, undergraduate research, and identity development: a conceptual review and research agenda. Mentoring & Tutoring: Partnership in Learning, 23(5), 411–426. doi:10.1080/13611267.2015.1126165

Parsons, C.J. 1973. Thesis and project work: a guide to research and writing, 14–14. London: Allen & Unwin.

Pearson, M., and A. Brew. 2002. “Research Training and Supervision Development.” Studies in Higher Education 27: 135–50. doi: 10.1080/03075070220119986c

Petrella, J. K., and Jung, A. P. (2008). Undergraduate research: importance, benefits, and challenges. Int. J. Exerc. Sci. 1, 91–95. Retrieved from https://digitalcommons.wku.edu/ijes/vol1/iss3/1

Potter, S. J., Abrams, E., Townson, L., & Williams, J. E. (2011). Mentoring undergraduate researchers: Faculty mentors’ perceptions of the challenges and benefits of the research relationship. Journal of College Teaching & Learning (TLC), 6, 17–30.

Prunuske,   A. J.,  J. Wilson, M. Walls, B. Clarke, Experiences of mentors training underrepresented undergraduates in the research laboratory. CBE Life Sci. Educ. 12, 403–409 (2013). doi: 10.1187/cbe.13-02-0043; pmid: 24006389

Roberts, L. D., and Seaman, K. (2018). Good undergraduate supervision: perspectives of supervisors and dissertation coordinators. Int. J. Acad. Dev. 23, 28–40. doi: 10.1080/1360144X.2017.1412971

Roberts, L. D., and Seaman, K. (2018b). Students’ experiences of undergraduate dissertation supervision. Front. Edu. 3:109. doi: 10.3389/feduc.2018.00109

Rogers, D. L., Kranz, P. L. & Ferguson, C. J. (2012). A strategy for involving undergraduates in research. Journal of Hispanic Higher Education, 11, 55–66, doi:10.1177/1538192711435558.

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Salsman, N., Dulaney, C. L., Chinta, R., Zascawage, V., & Joshi, H. (2013). Student effort in and perceived benefits from undergraduate research. College Student Journal, 47, 202–211.

Shanahan, J. O., Ackley-Holbrook, E., Hall, E., Stewart, K., and Walkington, H. (2015). Ten salient practices of undergraduate research mentors: a review of the literature. Mentor. Tutor. 23, 359–376. doi: 10.1080/13611267.2015.1126162

Shanahan, J. O., Liu, X., Manak, J., Miller, S. M., Tan, J., & Yu, C. W. (2015). Research-informed practice, practice-informed research: The integral role of undergraduate research in professional disciplines. CUR Quarterly, 35, 6–16.

Shaw, K., Holbrook, A., & Bourke, S. (2013). Student experience of final-year undergraduate research projects: an exploration of ‘research preparedness’. Studies in Higher Education, 38(5), 711–727. https://doi.org/10.1080/03075079.2011.592937.

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Thiry, H., Weston, T. J., Laursen, S. L., & Hunter, A. B. (2012). The benefits of multi-year research experiences: Differences in novice and experienced students’ reported gains from undergraduate research. CBE Life Sciences Education, 11(3), 260– 272. https://doi.org/10.1187%2Fcbe.11-11-0098. doi: 10.1187/ cbe.11-11-0098; pmid: 22949423

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Wilson, A. , S. Howitt, P. Roberts, P., G. Åkerlind, K. Wilson, Connecting expectations and experiences of students in a research-immersive degree. Stud. High. Educ. 38, 1562 (2013). doi: 10.1080/03075079.2011.633163

Wilson, A., S. Howitt, K. Wilson, and P. Roberts. 2012. “Academics’ Perceptions of the Purpose of Undergraduate Research Experiences in a Research-Intensive Degree.” Studies in Higher Education 37 (5): 513–526. doi: 10.1080/03075079.2010.527933

Wisker, G. (2009). The Undergraduate Research Handbook. New York, NY: Palgrave MacMillan.10.1007/978-0-230-36496-7

Yaffe, K., Bender, C., and Sechrest, L. (2014). How does undergraduate research experience impact career trajectories and level of career satisfaction: a comparative survey. J. Coll. Sci. Teach. 44, 25–33. doi: 10.2505/4/jcst14_044_01_2

Zimbardi, K., and P. Myatt. 2014. “Embedding Undergraduate Research Experiences Within the Curriculum: A Cross-Disciplinary Study of the Key Characteristics Guiding Implementation.” Studies in Higher Education 39 (2): 233–250. doi: 10.1080/03075079.2011.651448

 

Arts and Communications

Crawford, I., & Shanahan, J. O. (2014). Undergraduate research in the arts and humanities: Challenges, opportunities, and rewards. In I. Crawford, S. Orel, & J. O. Shanahan (Eds.), How to get started in arts and humanities research with undergraduates (pp. 1–11). Washington, DC: Council on Undergraduate Research.

Klos, N. Y., Shanahan, J. O., & Young, G. (Eds.). (2011). Creative inquiry in the arts and humanities: Models of undergraduate research. Washington, DC: Council on Undergraduate Research.

Levenson, C. (2010). Enhancing undergraduate research in the arts and humanities. Peer Review, 12, 13–15.

 

Business

Booth, C., & Harrington, J. (2003). Research methods modules and undergraduate business research: An investigation. International Journal of Management Education, 3, 19-31. http://dx.doi.org/10.3794/ijme.33.78

Jalbert, T. (2008). Experiences in publishing peer-reviewed research with undergraduate accounting and finance students. Journal of Accounting Education, 26(3), 104–117. https://doi.org/10.1016/j.jaccedu.2008.08.003

Malcolm, M. (2012). Examining the implications of learner and supervisor perceptions of undergraduate dissertation research in business and management. Teaching in Higher Education, 17, 565–576. doi:10.1080/13562517.2011.641005

 

Education

Bell, J. 1987. Doing your research project: a guide for first-time researchers in education and social science, Milton Keynes: Open University Press.

Paige, R. M., & Goode, M. (2009). Intercultural competence in international education administration: Cultural mentoring. In D. K. Deardorff (Ed.), The SAGE handbook of intercultural competence (pp. 121–140). Thousand Oaks, CA: SAGE.

Slobodzian, J. T., & Pancsofar, N. (2014). Integrating undergraduate research into teacher training: supporting the transition from learner to educator. Council on Undergraduate Research Quarterly, 34(3), 43–47.

 

Engineering

Adedokun, O. A.  A. B. Bessenbacher, L. C. Parker, L. L. Kirkham, W. D. Burgess, Research skills and STEM undergraduate research students’ aspirations for research careers: Mediating effects of research self-efficacy. J. Res. Sci. Teach. 50, 940–951 (2013). doi: 10.1002/tea.21102

Balster, N., C. Pfund, R. Rediske, and J. Branchaw. 2010. “Entering Research: A Course that Creates Community and Structure for Beginning Undergraduate Researchers in the STEM Disciplines.” Cell Biology Education 9: 108–118. doi: 10.1187/cbe.09-10-0073

Bowling, B.,  H. Bullen, M. Doyle, and J. Filaseta. Retention of STEM majors using early undergraduate research experiences. In Proc. SIGCSE ’13.

Carter D, Ro H, Alcott B, Lattuca L. 2016. Co-curricular connections: The role of undergraduate research experiences in promoting engineering students’ communication, teamwork, and leadership skills. Research in Higher Education 57: 363–393. 10.1007/s11162-015-9386-7

Carter, F. D.,  M. Mandell, K. I. Maton, The influence of on-campus, academic year undergraduate research on STEM PhD Outcomes: Evidence from the Meyerhoff Scholarship Program. Educ. Eval. Policy Anal. 31, 441–462 (2009). doi: 10.3102/0162373709348584; pmid: 21785521

Carter F, Mandell M, Maton K. 2009. The influence of on-campus, academic year undergraduate research on STEM PhD outcomes: Evidence from the Meyerhoff Scholarship Program. Educational Evaluation and Policy Analysis 31: 441–462. https://doi.org/10.3102/0162373709348584

Chang, M. J., Sharkness, J., Hurtado, S., & Newman, C. B. (2014). What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups. Journal of Research in Science Teaching, 51(5), 555– 580. https://doi.org/10.1002/tea.21146

Cole, D., & Espinoza, A. (2008). Examining the academic success of Latino students in science technology engineering and mathematics (STEM) majors. Journal of College Student Development, 49(4), 285–300. https://psycnet.apa.org/doi/10.1353/csd.0.0018

Grineski, S., Daniels, H., Collins, T, Morales, D. X., Frederick, A., and Garcia, M. (2018). The conundrum of social class: disparities in publishing among stem students in undergraduate research programs at a Hispanic majority institution. Sci. Educ. 102, 283–303. doi: 10.1002/sce.21330

Kobulnicky, H. A., and Dale, D. A. (2016). A community mentoring model for STEM undergraduate research experiences. J. Coll. Sci. Teach. 45, 17–23. doi: 10.2505/4/jcst16_045_06_17

National Academy of Sciences. 2007. Rising above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future. National Academies Press. ———. 2017. Undergraduate Research Experiences for STEM Students: Successes, Challenges, and Opportunities. National Academies Press.

Rodenbusch S, Hernandez PR, Simmons SL, Dolan EL. 2016. Early engagement in course-based research increases graduation rates and completion of science, engineering, and mathematics degrees. CBE–Life Sciences Education 15: 1–10. https://doi.org/10.1187%2Fcbe.16-03-0117

Russell SH (2005) Evaluation of NSF support for undergraduate research opportunities: survey of STEM graduates (contributors—Ailes C, Hancock M, McCullough J, Roessner JD, Storey C). SRI International, Menlo Park. Retrieved 7/17/07 from http://www.sri.com/policy/csted/reports/

Thiry, H., S. L. Laursen, A.-B. Hunter, What experiences help students become scientists?: A comparative study of research and other sources of personal and professional gains for STEM undergraduates. J. Higher Educ. 82, 357–388 (2011). doi: 10.1353/jhe.2011.0023

Zydney, A. L., Bennett, J. S., Shahid, A., & Bauer, K. (2002a). Impact of undergraduate research experience in engineering. Journal of Engineering Education, 91(2), 151–157. https://doi.org/10.1002/j.2168-9830.2002.tb00687.x

Zydney, A. L., Bennett, J. S., Shahid, A., & Bauer, K. (2002b). Faculty perspectives regarding the undergraduate research experience in science and engineering. Journal of Engineering Education, 91(3), 291–297. https://doi.org/10.1002/j.2168-9830.2002.tb00706.x

Humanities and Social Sciences

Allen, J. C. 1991. Integrating undergraduate research with a writing program. Journal of Geological Education 39(3): 224-226.

American Psychological Association (2006). APA guidelines for the undergraduate psychology major. Retrieved from www.apa.org/ed/ precollege/about/psymajor-guidelines.pdf.

American Psychological Association (APA). (2003). Guidelines on multicultural education, training, research, practice, and organizational change for psychologists. American Psychologist, 58, 377– 402. http:// dx.doi.org/10.1037/0003-066X.58.5.3774

American Psychological Association (APA). (2011a). Resource guide for psychology graduate students with disabilities (2nd ed.). Retrieved from http://apa.org/pi/disability/resources/publications/resource-guide.aspx

American Psychological Association of Graduate Students. (2010). APAGS resource guide for ethnic minority graduate students. Retrieved from http://apa.org/apags/resources/ethnic-minority-guide.aspx

American Psychological Association (APA). (2011b). Training students with disabilities in testing and assessment. Retrieved from http://www. apa.org/pi/disability/resources/publications/testing-handbook.pdf

American Psychological Association of Graduate Students. (2015). Proud and prepared: A guide for LGBT students navigating graduate training. Retrieved from http://apa.org/apags/resources/lgbt-guide.aspx

Andrews, E. E., & Lund, E. M. (2015). Disability in psychology training: Where are we? Training and Education in Professional Psychology, 9, 210 –216. http://dx.doi.org/10.1037/tep0000085

APA Publications and Communications Board Working Group on Journal Article Reporting Standards. (2008). Reporting standards for research in psychology: Why do we need them? What might they be? American Psychologist, 63,839–851. http://dx.doi.org/10.1037/0003-066X.63.9.839

Appelbaum, M., Cooper, H., Kline, R. B., Mayo-Wilson, E., Nezu, A. M., and Rao, S. M. (2018). Journal article reporting standards for quantitative research in psychology: The APA publications and communications board task force report. Am. Psychol. 73, 3–25. doi: 10.1037/amp0000191

Appleby, D. C. (2018). Preparing psychology majors to enter the workforce: Then, now, with whom, and how. Teach. Psychol. 45, 14–23. doi: 10.1177/0098628317744944

Atkinson, D. R., Neville, H., & Casas, A. (1991). The mentorship of ethnic minorities in professional psychology. Professional Psychology: Research and Practice, 22, 336 –338. http://dx.doi.org/10.1037/0735-7028 .22.4.336

Auchincloss L, et  al. 2014. Assessment of course-based undergraduate research experiences: A meeting report. CBE–Life Sciences Education 13: 29–40. https://doi.org/10.1187/cbe.14-01-0004

Baker S. B., Daniels T. G., Greeley A. T. (1990). Systematic training of graduate-level counselors: Narrative and meta-analytic reviews of three major programs. Counseling Psychologist, 18, 355–421. https://psycnet.apa.org/doi/10.1177/0011000090183001

Bannister P Todd M (2002) Staff experiences and perceptions of supervising undergraduate dissertations in the social sciences International Journal of Learning, 9.

Bell, J. 1987. Doing your research project: a guide for first-time researchers in education and social science, Milton Keynes: Open University Press.

Bettencourt BA, Bol L, Fraser SC (1994) Psychology graduate students as research mentors of undergraduates: a national survey. Psychol Rep 75(2):963–970

Callahan, J. L., Ruggero, C. J., & Parent, M. C. (2013). Hidden gems among clinical psychology training programs. Training and Education in Professional Psychology, 7, 278 –284. http://dx.doi.org/10.1037/ a0034233

Callahan, J. L., Smotherman, J. M., Dziurzynski, K. E., Love, P.K., Kilmer, E. D., Neimann, Y. F., et al. (2018). Diversity in professional psychology training-to-workforce pipeline: results from doctoral psychology student population data. Train. Educ. Profss. Psychol. 12:273. doi: 10.1037/tep0000203

Cohen, J. (1962). The statistical power of abnormal-social psychological research: A review. Journal of Abnormal and Social Psychology, 65, 145–153. https://psycnet.apa.org/doi/10.1037/h0045186

Constantine, M. G., Ladany, N., Inman, A. G., & Ponterotto, J. G. (1996). Students’ perceptions of multicultural training in counseling psychology programs. Journal of Multicultural Counseling and Development, 24, 241–253. http://dx.doi.org/10.1002/j.2161-1912.1996.tb00306.x

Constantine, M. G. (2001). Multiculturally-focused counseling supervision: Its relationship to trainees’ multicultural counseling self-efficacy. The Clinical Supervisor, 20, 87–98. http://dx.doi.org/10.1300/ J001v20n01_07

Cooley, E. L., Garcia, A. L., and Hughes, J. L. (2008). Undergraduate research in psychology at liberal arts colleges: reflections on mutual benefits for faculty and students. N. Am. J. Psychol. 10, 463–471.

Corley, C. R. (2013). From mentoring to collaborating: Fostering undergraduate research in history. The History Teacher, 46(3), 397-414.

Crawford, I., & Shanahan, J. O. (2014). Undergraduate research in the arts and humanities: Challenges, opportunities, and rewards. In I. Crawford, S. Orel, & J. O. Shanahan (Eds.), How to get started in arts and humanities research with undergraduates (pp. 1–11). Washington, DC: Council on Undergraduate Research.

DeVries, D. N. (2001). Undergraduate research in the humanities: An oxymoron? CUR Quarterly, 21, 153–153.

FitzGerald, W., & Midiri, N. (2013). But is it really research? Undergraduate anxieties in the humanities. Perspectives on Undergraduate Research Mentoring, 2(2). Retrieved from http://blogs.elon.edu/purm/2013/04/12/previous-issue-p-u-r-m-2-2/

Friedrich, J., Buday, E., & Kerr, D. (2000). Statistical training in psychology: A national survey and commentary on undergraduate programs. Teaching of Psychology, 27, 248–257. https://doi.org/10.1207/S15328023TOP2704_02

Gelso, C. J., Baumann, E. C., Chui, H. T., & Savela, A. E. ( 2013). The making of a scientist-psychotherapist: The research training environment and the psychotherapist. Psychotherapy, 50, 139– 149. doi: 10.1037/a0028257

Grahe, J. E., Reifman, A., Hermann, A. D., Walker, M., Oleson, K. C., …& Wiebe, R. P. (2012). Harnessing the undiscovered resource of student research projects. Perspectives on Psychological Science, 7, 605-607. Doi:10.11771745691612459057

Green, D., Callands, T. A., Radcliffe, A. M., Luebbe, A. M., & Klonoff, E. A. (2009). Clinical psychology students’ perceptions of diversity training: A study of exposure and satisfaction. Journal of Clinical Psychology, 65, 1056 –1070. http://dx.doi.org/10.1002/jclp.20605

Hatcher, R. L., & Lassiter, K. D. (2007). Initial training in professional psychology: The practicum competencies outline. Training and Education in Professional Psychology, 1, 49–63. https://psycnet.apa.org/doi/10.1037/1931-3918.1.1.49

Ishiyama J (2002). Does early participation in undergraduate research benefit social science and humanities students? Coll Stud J 36, 380– 387. https://go.gale.com/ps/i.do?p=AONE&u=googlescholar&id=GALE|A95356589&v=2.1&it=r&sid=sitemap&asid=2d392011

Jucks, R., and Hillbrink, A. (2017). Perspective on research and teaching in psychology: enrichment or burden? Psychol. Learn. Teach. 16, 306–322. doi: 10.1177/1475725705205

Kaslow, N. J., Grus, C. L., Campbell, L. F., Fouad, N. A., Hatcher, R. L., & Rodolfa, E. R. (2009). Competency assessment toolkit for professional psychology. Training and Education in Professional Psychology, 3(4 Suppl.), S27–S45. doi:10.1037/a0015833. Retrieved from http://dx.doi.org/10.1037/a0015833

Kierniesky, N. C. (2005). Undergraduate research in small psychology departments: two decades later. Teach. Psychol. 32, 84–90. doi: 10.1207/s15328023top3202_1

Lee, A., & Khawaja, N. G. (2013). Multicultural training experiences as predictors of psychology students’ cultural competence. Australian Psychologist, 48, 209 –216. http://dx.doi.org/10.1111/j.1742-9544.2011 .00063.x

Littlefield, L. (2016). Psychology education and training: a future model. InPsych, 38:8. Available at: https://www.psychology.org.au/inpsych/2016/april/feature (Accessed November 14, 2018).

Lund, E. M., Andrews, E. E., & Holt, J. M. (2014). How we treat our own: The experiences and characteristics of psychology trainees with disabilities. Rehabilitation Psychology, 59, 367–375. http://dx.doi.org/10.1037/ a0037502

Lund, E. M., Andrews, E. E., & Holt, J. M. (2016). A qualitative analysis of advice from and for trainees with disabilities in professional psychology. Training and Education in Professional Psychology, 10, 206 –213. http://dx.doi.org/10.1037/tep0000125

McDorman, T. (2004). Promoting undergraduate research in the humanities: Three collaborative approaches. CUR Quarterly, 25, 39–42.

Miller, R. L., Rycek, R. F, Balcetis, E., Barney, S. T., Beins, B. C., Burns, S. R., et al. (2008). Developing, Promoting, and Sustaining the Undergraduate Research Experience in Psychology. From the Society for the Teaching of Psychology. Available online at: http://teachpsych.org/ebooks/ur2008/ur2008.php (accessed November 1, 2018).

Moore, L. S., F. Avant, and S. F. Austin. 2008. “Strengthening Undergraduate Social Work Research: Models and Strategies.” Social Work Research 32 (4): 231–235. doi: 10.1093/swr/32.4.231

Oakes, J. M. (2002). Risks and wrongs in social science research: an evaluator’s guide to the IRB. Eval. Rev. 26, 443–479. doi: 10.1177/019384102236520

Palladino, J. J., Carsrud, A. L., Hulicka, I. M., & Benjamin, Jr., L. T. (1982). Undergraduate research in psychology: Assessment and directions. Teaching of Psychology, 9, 71–74. doi:10.1207/s15328023top0902_1

Perlman, B. & McCann, L. I. (2005). Undergraduate research experiences in psychology: A national study of courses and curricula. Teaching of Psychology, 32, 5–14. doi:10.1207/s15328023top3201_2

Rand, J. (2015). Researching undergraduate social science research. Teach. High. Educ. 21, 773–789. doi: 10.1080/13562517.2016.1183621

Stuber-McEwen, D., and Thielen-Belveal, K. (2008). “Undergraduate research conferences,” in Developing, Promoting, & Sustaining the Undergraduate Research Experience In Psychology, eds.

Todd, M. J., Smith, K., and Bannister, P. (2006). Supervising a social science undergraduate dissertation: staff experiences and perceptions. Teach. High. Educ. 11, 161–173. doi: 10.1080/13562510500527693

Torrence, M., Thomas, G., & Robinson, E. (1992). The writing experiences of social science research students. Studies in Higher Education, 17(2), 155-168. https://doi.org/10.1080/03075079212331382637

Nursing and Health Sciences

Bliss, D.Z. (2002). Publishing with students: An uncontrolled variable. Nursing Research, 51(6), 345–346. https://doi.org/10.1097/00006199-200211000-00001

Dorsey, L. E., & Baker, C. M. (2004). Mentoring undergraduate nursing students. Nurse Educator, 29, 260–265. https://doi.org/10.1097/00006223-200411000-00013

Greenawald, D. A. 2010. “Faculty Involvement in Undergraduate Research: Considerations for Nurse Educators.” Nursing Education Perspectives 31 (6): 368–371.

Wocial, L. D. (1995). The role of mentors in promoting integrity and preventing scientific misconduct in nursing research. J. Prof. Nurs. 11, 276–280. https://doi.org/10.1016/s8755-7223(05)80008-0

 

Science

Adedokun, O. A.,  A. B. Bessenbacher, L. C. Parker, L. L. Kirkham, W. D. Burgess, Research skills and STEM undergraduate research students’ aspirations for research careers: Mediating effects of research self-efficacy. J. Res. Sci. Teach. 50, 940–951 (2013). doi: 10.1002/tea.21102

Bowling, B., H. Bullen, M. Doyle, and J. Filaseta. Retention of STEM majors using early undergraduate research experiences. In Proc. SIGCSE ’13.

Carter, F. D.,  M. Mandell, K. I. Maton, The influence of on-campus, academic year undergraduate research on STEM PhD Outcomes: Evidence from the Meyerhoff Scholarship Program. Educ. Eval. Policy Anal. 31, 441–462 (2009). doi: 10.3102/0162373709348584; pmid: 21785521

Balster, N., C. Pfund, R. Rediske, and J. Branchaw. 2010. “Entering Research: A Course that Creates Community and Structure for Beginning Undergraduate Researchers in the STEM Disciplines.” Cell Biology Education 9: 108–118. doi: 10.1187/cbe.09-10-0073

Bangera G, Brownell S (2014). Course-based undergraduate research experiences can make scientific research more inclusive. CBE Life Sci Educ 13, 602–606. https://doi.org/10.1187/cbe.14-06-0099

Barker, L. (2009). Student and faculty perceptions of undergraduate research experiences in computing. ACM Transactions on Computing Education, 9(1), 1–28. https://doi.org/10.1145/1513593.1513598.

Boylan, M. (2006). The impact of undergraduate research experiences on student intellectual growth, affective development, and interest in doing graduate work in STEM: A review of the empirical literature, Cornell Higher Education Research Institute Conference, Doctoral Education and the Faculty of the Future. Ithaca, NY.

Brownell SE, Kloser MJ, Fukami T, Shavelson R (2012). Undergraduate biology lab courses: comparing the impact of traditionally based “cookbook” and authentic research-based courses on student lab experiences. J Coll Sci Teach 41, 36–45.

Carter F, Mandell M, Maton K. 2009. The influence of on-campus, academic year undergraduate research on STEM PhD outcomes: Evidence from the Meyerhoff Scholarship Program. Educational Evaluation and Policy Analysis 31: 441–462. https://doi.org/10.3102/0162373709348584

Chang, M. J., Sharkness, J., Hurtado, S., & Newman, C. B. (2014). What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups. Journal of Research in Science Teaching, 51(5), 555– 580. https://doi.org/10.1002/tea.21146

Cole, D., & Espinoza, A. (2008). Examining the academic success of Latino students in science technology engineering and mathematics (STEM) majors. Journal of College Student Development, 49(4), 285–300. https://psycnet.apa.org/doi/10.1353/csd.0.0018

Committee on Undergraduate Biology Education to Prepare Research Scientists for the 21st Century, National Research Council. BIO2010: Transforming Undergraduate Education for Future Research Biologists (National Academies Press, Washington, DC, 2003). https://doi.org/10.17226/10497

Dubois, P., Rochet, C., & Schlenker, J. (2014). Productivity and mobility in academic research: Evidence from mathematicians. Scientometrics, 98, 1669–1701. doi:10.1007/s11192-013-1112-7

Eagan M Jr, Hurtado S, Chang M, Garcia G, Herrera F, Garibay J. 2013. Making a difference in science education: The impact of undergraduate research programs. American Educational Research Journal 50: 683–713. https://doi.org/10.3102/0002831213482038

Eagan, K. M.,  J. Sharkness, S. Hurtado, C. M. Mosqueda, M. J. Chang, Engaging undergraduates in science research: Not just about faculty willingness. Res. Higher Educ. 52, 151–177 (2011). doi: 10.1007/s11162-010-9189-9

Feldman, A., K. A. Divoll, A. Rogan-Klyve, Becoming researchers: The participation of undergraduate and graduate students in scientific research groups. Sci. Educ. 97, 218–243 (2013). doi: 10.1002/sce.21051

Gillies, S. L. & Marsh, S. (2013). Doing science research at an undergraduate university. International Journal of Arts and Sciences, 6, 379–390. https://www.researchgate.net/publication/263810162_Doing_Science_Research_at_an_Undergraduate_University

Grineski, S., Daniels, H., Collins, T, Morales, D. X., Frederick, A., and Garcia, M. (2018). The conundrum of social class: disparities in publishing among stem students in undergraduate research programs at a Hispanic majority institution. Sci. Educ. 102, 283–303. doi: 10.1002/sce.21330

Junge, B.,  C. Quiñones, J. Kakietek, D. Teodorescu, P. Marsteller, Promoting undergraduate interest, preparedness, and professional pursuit in the sciences: An outcomes evaluation of the SURE program at Emory University. CBE Life Sci. Educ. 9, 119–132 (2010). doi: 10.1187/cbe.09-08-0057; pmid: 20516357

Harsh,  J. A.,  A. V. Maltese, R. H. Tai, A perspective of gender differences in chemistry and physics undergraduate research experiences. J. Chem. Educ. 89, 1364–1370 (2012). doi: 10.1021/ed200581m

Hernandez, P., Woodcock, A., Estrada, M., and Schultz, P. W. (2018). Undergraduate research experiences broaden diversity in the scientific workforce. BioScience 68, 204–211. doi: 10.1093/biosci/bix163

Higgins, Aparna W. (2006). Undergraduate research during the academic year. Proceedings of the conference on promoting undergraduate research in mathematics. American Mathematical Society. pp. 295–300.

Jones, M. T.  A. E. L. Barlow, M. Villarejo, Importance of undergraduate research for minority persistence and achievement in biology. J. Higher Educ. 81, 82 (2010). doi: 10.1353/jhe.0.0082

Kamangar, F., Silver, G., Hohmann, C., Hughes-Darden, C., Turner-Musa, J., Haines, R. T., et al. (2017). An entrepreneurial training model to enhance undergraduate training in biomedical research. BMC Proc. 11(Suppl. 12):18. doi: 10.1186/s12919-017-0091-8

Kardash, C. M.,  O. V. Edwards, Thinking and behaving like scientists: Perceptions of undergraduate science interns and their faculty mentors. Instr. Sci. 40, 875–899 (2012). doi: 10.1007/s11251-011-9195-0

Kobulnicky, H. A., and Dale, D. A. (2016). A community mentoring model for STEM undergraduate research experiences. J. Coll. Sci. Teach. 45, 17–23. doi: 10.2505/4/jcst16_045_06_17

Laursen SL, Hunter AB, Seymour E, Thiry H, Melton G (2010). Undergraduate Research in the Sciences: Engaging Students in Real Science, San Francisco: Jossey-Bass.

Lopatto, D. Undergraduate research experiences support science career decisions and active learning. CBE Life Sci. Educ. 6, 297–306 (2007). https://doi.org/10.1187%2Fcbe.07-06-0039

Mabrouk, P. A., & Peters, K. (2000). Student perspectives on undergraduate research experiences in chemistry and biology. CUR Quarterly, 21, 25–33.

Mickley, G. A., Kenmuir, C., & Remmers-Roeber, D. (2003). Mentoring undergraduate students in neuroscience research: A model system at Baldwin-Wallace College. The Journal of Undergraduate Neuroscience Education, 1(2), A28–A35. Pmid: http://www.ncbi.nlm.nih.gov/pmc/articles/pmc3670787/

Millspaugh, J. J., & Millenbah, K. F. (2004). Value and structure of research experiences for undergraduate wildlife students. Wildlife Society Bulletin, 32(4), 1185–1194. https://doi.org/10.2193/0091-7648(2004)032[1185:VASORE]2.0.CO;2.

National Academy of Sciences. 2007. Rising above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future. National Academies Press. ———. 2017. Undergraduate Research Experiences for STEM Students: Successes, Challenges, and Opportunities. National Academies Press.

NIH, “Draft Report of the Advisory Committee to the Director Working Group on Diversity in the Biomedical Research Workforce” (2012). https://doi.org/10.13016/hldh-qodr

Notre Dame Science, The College of Science at the University of Notre Dame, Undergraduate Research in the College of Science, Why Undergraduate Research? Retrieved from : http://science.nd.edu/ undergradresearch/index.html

Packard, B. W.-L. Mentoring and retention in college science: Reflections on the sophomore year. J. Coll. Stud. Retention Res. Theory Pract. 6, 289–300 (2004-2005). doi: 10.2190/ RUKP-XGVY-8LG0-75VH

Pacifici, L. B.,  N. Thomson, Undergraduate science research: A comparison of influences and experiences between premed and non-premed students. CBE Life Sci. Educ. 10, 199–208 (2011b). doi: 10.1187/cbe.11-01-0005; pmid: 21633068

Research Corporation (2001) Academic excellence: the sourcebook. A study of the role of research in the natural sciences at undergraduate institutions. The Research Corporation, Tucson

Rodenbusch S, Hernandez PR, Simmons SL, Dolan EL. 2016. Early engagement in course-based research increases graduation rates and completion of science, engineering, and mathematics degrees. CBE–Life Sciences Education 15: 1–10. https://doi.org/10.1187%2Fcbe.16-03-0117

Russell SH (2005) Evaluation of NSF support for undergraduate research opportunities: survey of STEM graduates (contributors—Ailes C, Hancock M, McCullough J, Roessner JD, Storey C). SRI International, Menlo Park. Retrieved 7/17/07 from http://www.sri.com/policy/csted/reports/

Schowen, K. B. (1998). National Research Council (US) Chemical Sciences roundtable: Research as a critical component of the undergraduate educational experience. Washington, DC: National Women in the Chemical Workforce: A Workshop Report to the Chemical Sciences Roundtable. National Academies Press: US.

Seymore, E., Hunter, A. B., Laursen, S. L., & Deantoni, T. (2004). Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three-year study. Science Education, 88(4), 493–534. https://doi.org/10.1002/sce.10131

Shapiro, C., Moberg-Parker, J., Toma, S., Zimmerman, H., Roth-Johnson, E. A., Hancock, S. P., et al. (2015). Comparing the impact of course-based and apprentice-based research experiences in a life science laboratory curriculum. J. Microbiol. Biol. Educ. 16, 186–197. doi: 10.1128/jmbe.v16i2.1045

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